Around 1900, education in the United States still had many of the trademarks
which produced outstanding students. But is wasn't long before that was to
change. Dr. Skousen explains what happened:

"In 1916, John Dewey published his book Democracy and
Education, in
which he advocated an entirely new, revolutionary approach to child training.
The American schools have never been the same since.

"John Dewey called his brainchild "progressive education,"
but even liberal educators such as Robert M. Hutchins called his whole
conception regressive education.

"Dewey received his Ph.D. from Johns Hopkins where G. Stanley Hall, a
disciple of the German socialist philosopher, Wilhelm Wundt, indoctrinated him
with the vision of a welfare state with the schools serving as the change
agent to bring it about in our generation.

"Democracy in Education turned out to be a planned pattern of anarchy
in education. Something called "self­realization" became the goal
instead of "learning." Nothing but the most casual reference was
made to English grammar, ancient history, U.S. history, geography, the
classics of Western civilization, or even the basic sciences. School was to be
just fun, with each student doing his own thing in a climate of permissive,
unstructured confusion.

"Dewey looked upon the schools as a wonderful opportunity to
indoctrinate the American youth in the virtues of a glorious age where private
property, the free market, open competition, and profits would all be
eliminated. He visited the Soviet Union in the late 1920s and, instead of
recognizing the wasteland of revolutionary desolation and the widespread
destruction of human values, he blissfully described it all as "a popular
culture impregnated with esthetic quality."

"Long before, in 1904, he had joined the faculty of the
Teachers
College at Columbia University. He had then teamed up with James Earl Russell,
the dean of the Teachers College, who was also a student of Wilhelm Wundt, and
together they had worked for a quarter of a century diligently building this
branch of Columbia University into the largest institution in the world for
the training of teachers. By 1953, about one­third of all the presidents and
deans of teacher training schools in America were graduates of Columbia's
Teachers College."

Fortunately, there are still many teachers in the public schools who do not
buy into these so-called progressive theories. It is not their professional
training but their own values and instincts that tell them these new theories
are failure formulas.

Public Law 108-477 SEC. 111. (a) The head of
each Federal agency or department shall—

(1) provide each new employee of the agency or department with educational
and training materials concerning the United States Constitution as part of
the orientation materials provided to the new employee; and

(2) provide educational and training materials concerning the
United States Constitution to each employee of the agency or department on
September 17 of each year.

(b) Each educational institution that receives Federal funds for
a fiscal year shall hold an educational program on the United States
Constitution on September 17 of such year for the students served by the
educational institution.

(1) provide each new employee of the agency or department with
educational and training materials concerning the United States Constitution as
part of the orientation materials provided to the new employee; and

(2) provide educational and training materials concerning the
United States Constitution to each employee of the agency or department on
September 17 of each year.

(b) Each educational institution that receives Federal funds for
a fiscal year shall hold an educational program on the United States
Constitution on September 17 of such year for the students served by the
educational institution.

(c) Title 36 of the United States Code is amended—

(1) in section 106—

(A) in the heading, by inserting ‘‘Constitution Day and’’
before ‘‘Citizenship Day’’;

(B) in subsection (a), by striking ‘‘is Citizenship Day.’’
and inserting ‘‘is designated as Constitution Day and Citizenship Day.’’;

(C) in subsection (b)— (i) by inserting ‘‘Constitution Day
and’’ before ‘‘Citizenship Day’’; and (ii) by striking ‘‘commemorates’’
and inserting ‘‘commemorate’’; and (iii) by striking ‘‘recognizes’’
and inserting ‘‘recognize’’;

(D) in subsection (c), by inserting ‘‘Constitution Day and’’
before ‘‘Citizenship Day’’ both places where such term appears; and

(E) in subsection (d), by inserting ‘‘Constitution Day and’’
before ‘‘Citizenship Day’’; and

(2) in the item relating to section 106 of the table of
contents, by inserting ‘‘Constitution Day and’’ before ‘‘Citizenship
Day’’.

(d) This section shall be without fiscal year limitation.

=========================

THE
NATIONAL EDUCATION ASSOCIATION

By
Dennis L. Cuddy, Ph.D.
January 14, 2008
NewsWithViews.com

The
National Education Association (NEA) is perhaps the most powerful labor
union in the nation, but it is rarely investigated by the major news media.
Both Bill and Hillary Clinton have attended the NEA's annual convention and
expressed their appreciation for the union's political support.

At the
NEA's July 1993 convention, President Clinton stated: "I believe that
the president of this organization (NEA) would say we have had the
partnership I promised in the campaign of 1992, and we will continue to have
it.... You and I are joined in a common cause, and I believe we will
succeed." A few months later, on December 15, 1993, EDUCATION WEEK
reported that "Debra DeLee, the former director of governmental
relations for the NEA, has joined the Democratic National Committee as its
executive director."

A clear
majority of the public school teachers in the nation belong to the NEA. Yet
probably very few have known what their own union has stood for throughout
the years of the 20th century. The following is a chronology of just a few
of the revealing activities and published statements of the NEA during that
time:

October
19, 1929---The NEA presents John Dewey ("Father of Progressive
Education") with a "Life Membership." This is the same year
Dewey published INDIVIDUALISM, OLD AND NEW, in which he proclaimed "We
are in for some kind of socialism." And it is the year after Dewey in
the December 5, 1928 NEW REPUBLIC praised the Soviet Bolsheviks'
"marvelous development of progressive educational ideas and
practices" and their counteracting "the influence of home and
Church."

1932---The
NEA makes Dewey honorary president of its organization, and its Department
of Superintendence division publishes its tenth yearbook subtitled CHARACTER
EDUCATION. In this yearbook, it criticizes the church for employing
"outworn dogmas of the past" and states that "relativity must
replace absolutism in the realm of morals" and that "the citizen
of the future must be a citizen of the world."

July
1934---At the 72nd annual meeting of the NEA, Willard Givens (who will be
executive secretary of the NEA from 1935 to 1952) says: "A dying
laissez-faire must be completely destroyed and all of us, including the
'owners,' must be subjected to a large degree of social control.... An
equitable distribution of income will be sought."

January
1946---NEA JOURNAL publishes "The Teacher and World Government" by
Joy Elmer Morgan (editor of NEA JOURNAL from 1921 to 1955), in which he
proclaims: "In the struggle to establish an adequate world government,
the teacher...can do much to prepare the hearts and minds of children for
global understanding and cooperation.... At the very top of the agencies
which will assure the coming of world government must stand the school, the
teacher, and the organized profession."

October
1947---NEA JOURNAL publishes "On the Waging of Peace" by NEA
official William Carr, who advocates that teachers "teach those
attitudes that will result ultimately in the creation of a world citizenship
and world government."

November
23, 1956---former teacher, communist, and organizer of the New York
Teachers' Union, Dr. Bella Dodd, states in an interview in the Los Angeles
TIDINGS: "I learned that the function of the Communist Party was to be
the lead donkey pulling the drift of American life to the left. Most of the
programs we advocated, the National Education Association followed the next
year or so."

1962---ISSUES
IN (HUMAN RELATIONS) TRAINING is published by the National Training
Laboratories of the NEA, and in this book the editors write that human
relations or sensitivity training "fits into a context of institutional
influence procedures which includes coercive persuasion in the form of
thought reform or brainwashing...."

September
23, 1968---NEA president Elizabeth Koontz addresses the American Association
of Colleges for Teacher Education and states: "The NEA has a
multi-faceted program already directed toward the urban school problem,
embracing every phase, from the Headstart Program to sensitivity training
for adults--both teachers and parents." Remember the reference
immediately above concerning "sensitivity training" and
"brainwashing."

1971---SCHOOLS
FOR THE '70s AND BEYOND: A CALL TO ACTION is published by the NEA, and
declares that "...teachers who conform to the traditional institutional
mode are out of place. They might find fulfillment as tap-dance instructors,
or guards in maximum security prisons, or proprietors of reducing salons, or
agents of the Federal Bureau of Investigation--but they damage teaching
children, and themselves by staying in the classroom."

February
10, 1973---In the SATURDAY REVIEW OF EDUCATION, NEA president Catherine
Barrett pronounces: "Dramatic changes in the way we will raise our
children in the year 2000 are indicated, particularly in terms of
schooling.... We will need to recognize that the so-called 'basic skills,'
which currently represent yearly the total effort in elementary schools,
will be taught in one-quarter of the present school day.... When this
happens--and it's near--the teacher can rise to his true calling. More than
a dispenser of information, the teacher will be a conveyor of values, a
philosopher.... We will be agents of change."

February
1979---The NEA holds its 17th annual Conference on Human and Civil Rights in
Washington, DC, and the keynote speaker is New Ager Jean Houston. She states
that many teachers have opened "the minds of children from darkness to
illuminist humanity.... The moral mandates,...the standard brand
governments, religions...are breaking down.... The New Age is seeded and
created.... And who is it done by? I suggest largely by educators...."

February
1980 - June 1984 ---John Lloyd is executive director of the Kansas National
Education Association (an NEA affiliate). He says that Saul Alinsky's RULES
FOR RADICALS is the NEA's "bible." In the book, Alinsky has an
"acknowledgment" to Lucifer, and further states that the radical
organizer "dedicated to changing the life of a particular community
must first rub raw the resentments of the people of the community; fan the
latent hostilities of many to the point of overt expression. He must search
out controversy and issues.... An organizer must stir up dissatisfaction and
discontent.... He knows that all values are relative.... Truth to him is
relative and changing."

April 5,
1983---THE WASHINGTON POST editorial, "Political Teaching,"
accuses the NEA of preparing curriculum materials on nuclear weapons, atomic
war, and the American arms build-up, which are "political
indoctrination." The NEA curriculum is called "Choices: A Unit on
Conflict and Nuclear War."

March
1991---NEA TODAY publishes an interview conducted by NEA staffer Stephanie
Weiss with Planned Parenthood president Faye Wattleton, in which the latter
expresses her support for school-based distribution of contraceptives and
"comprehensive sexuality education" which would begin "well
before... kindergarten age."

1994---DICTATORSHIP
OF VIRTUE: MULTICULTURALISM AND THE BATTLE FOR AMERICA'S FUTURE by NEW YORK
TIMES reporter Richard Bernstein is published. In this book he writes that
as long ago as 1973 the NEA proclaimed that "all whites are
racists," and in 1991 NEA TODAY declared that "never again will
Christopher Columbus sit on a pedestal in United States history. Christopher
Columbus brought slavery to the hemisphere."

July
1997---Kansas Education Watch Networks "Update" states that the
following are actual excerpts from a transcript of an audio cassette tape
used to train NEA labor negotiators in the Midwest: "In order to apply
pressure tactics properly, your negotiating team needs to know and
understand your board and its negotiating team thoroughly. Uncovering
information about the board, the superintendent and the board negotiating
team, are critical to your success in negotiations.... The suggested data to
be gathered on board members is the following: ...religious affiliation. His
estimated income....and don't forget to check into his politics....wear down
the board physically and psychologically...."

January
5, 1999---INVESTOR'S BUSINESS DAILY publishes "The NEA's Political
Lesson Plan" by staff writer Michael Chapman, in which he explains:
"The nation's largest teachers union wants the U.S. to nationalize
health care, start a nuclear freeze, adopt national energy policies and pass
more gun-control laws. Yet it doesn't want teachers tested or schools
privatized.... The NEA has long backed a left-wing political agenda."

Many
more revealing facts about and quotes by the NEA can be found in my NEA:
GRAB FOR POWER. Since the beginning of the 21st century, the NEA has
continued its radical leftist agenda, as the following are excerpts from the
NEA's July 2007 ADVANCING NEA's LEGISLATIVE PROGRAM: "NEA supports: (1)
repeal of the so-called right-to-work provision of federal labor law (2) a
tax-supported, single-payer health care plan for all residents of the United
States (3) the addition of the Equal Rights Amendment to the Constitution
(4) reproductive freedom without governmental intervention (5) comprehensive
immigration reform that rejects the criminalization of undocumented
immigrants and includes a path to permanent residency, citizenship, or
asylum NEA opposes: (1) the use of vouchers or certificates in education (2)
federally mandated parental option or 'choice' programs (3) the testing of
teachers as a criterion for job retention, promotion, tenure, or salary
increments (4) any constitutional amendment imposing limitations on taxes or
the federal budget."